Effectiveness of Gamification in Enhancing Learning and Attitudes: A Study of Statistics Education for Health School Students.

Introduction: Gamification is the use of game design elements in non-game contexts. It is considered a student-centered instructional design to motivate student learning and academic behavior. In this study, the effects of gamification on learning statistics (hypothesis testing issue) and attitude toward statistics in comparison with the common e-learning approach were investigated. The students' experience and critical elements of gamification on learning statistics were assessed, too. Methods: In a before and after trial, in a census manner, 64 health faculty students of Guilan University of Medical Sciences, Rasht, Iran, non-randomly were assigned to the intervention (n=42) and control (n=22) groups. Learning activities were gamified in the intervention group, while the control group received traditional problem-solving in the learning management system. Narrative, avatar, level, point, progress bar, scoreboard, challenge and feedback elements were used in the game experience. The implementation of gamification was applied based on Landers' theory of gamified content. Valid and reliable Persian version of the Survey Attitude toward Statistics questionnaire measured the students' attitude before and after the intervention. The EGameFlow questionnaire and a valid and reliable researcher-made exam measured the users' experience of gamified content and learning hypothesis testing after the intervention. The independent samples T-test, analysis of covariance and the partial eta-squared effect size were calculated by SPSS software, version 26. Results: Compared to the control group, the intervention group had a more positive attitude toward learning difficulty (moderate partial eta-squared 0.099), value and cognitive competency (weak partial eta-squared=0.01 and 0.05). Learning between the two groups was not different (P=0.522). There was a significant correlation between learning and the students' perceived experience with feedback (r=0.583, P<0.001), concentration (r=0.509, P=0.005), and challenge (r=0.421, P=0.023) of the gamified content. Conclusion: It suggests using gamification on learning statistics while optimizing the design with more focus on the feedback, challenge and concentration elements.

Analyzing the relationship between learning styles (Kolb and VARK) and creativity with the academic achievement of dental students.

BACKGROUND: One of the influential factors in students' learning is their learning styles which have the capacity to change. Furthermore, creativity is considered one of the essential cognitive features of humans. Thus, this study aimed to analyze the relationship between learning styles (Kolb and VARK) and emotional creativity with the academic achievement of dental students. MATERIALS AND METHODS: In this descriptive-analytical study, the statistical population included dental students of the third semester and above (250 persons). The data collection tools included Kolb and VARK learning style questionnaires, Averill emotional creativity questionnaire, the total Grade Point Average (GPA), and the GPA over the past two semesters of students to measure academic achievement. The data were analyzed using the measures of the descriptive (mean and standard deviation) and the inferential statistics tests including one-sample t-test, independent t-test, correlation coefficients of Pearson, and Eta squared. RESULTS: Based on Kolb and VARK learning styles, the majority of the students had accommodating learning style (64%) and read-write style (31.6%) and also were single-styled (80.4%). No significant relationship was found between the learning styles (Kolb and VARK) and creativity with academic achievement. The students scored higher than average in emotional creativity and all of its three elements. Moreover, there was a significant relationship between emotional creativity and the gender of the students (P = 0.01). Female students showed higher emotional creativity (97.26 ± 10.34) compared to the male students (94.24 ± 8.96). CONCLUSION: There was no significant relationship between learning styles and emotional creativity of the students with their academic achievement. The accommodating and read-write learning styles were more prevalent among students and they showed high emotional creativity.

Presenting the Students' Academic Achievement Causal Model based on Goal Orientation.

INTRODUCTION: Several factors play a role in academic achievement, individual's excellence and capability to do actions and tasks that the learner is in charge of in learning areas. The main goal of this study was to present academic achievement causal model based on the dimensions of goal orientation and learning approaches among the students of Medical Science and Dentistry courses in Guilan University of Medical Sciences in 2013. METHODS: This study is based on a cross-sectional model. The participants included 175 first and second students of the Medical and Dentistry schools in Guilan University of Medical Sciences selected by random cluster sampling [121 persons (69%) Medical Basic Science students and 54 (30.9%) Dentistry students]. The measurement tool included the Goal Orientation Scale of Bouffard and Study Process Questionnaire of Biggs) and the students' Grade Point Average. The study data were analyzed using Pearson correlation coefficient and structural equations modeling. SPSS 14 and Amos were used to analyze the data. RESULTS: The results indicated a significant relationship between goal orientation and learning strategies (P<0.05). In addition, the results revealed that a significant relationship exists between learning strategies[Deep Learning (r=0.37, P<0.05), Surface Learning (r=-0.21,P<0.05)], and academic achievement.The suggested model of research is fitted to the data of the research. CONCLUSION: Results showed that the students' academic achievement model fits with experimental data, so it can be used in learning principles which lead to students' achievement in learning.

Applying an Educational-participatory Program based on the PRECEDE Model for Promoting Self-esteem and Mental Health of Students in Iran.

BACKGROUND: The students' vulnerability to different problems can have an impact on their mental health. Regarding the lack of evidence on the effectiveness of interventional programs based on health education planning models in this area in developing countries, an educational-participatory program based on the PRECEDE model was used, to promote the medical science students' self-esteem and mental health status, in Iran. METHODS: In this experimental study, 154 students from the universities of medical sciences in the north east of Iran were selected by stratified random sampling method. Then, they were randomly assigned to two groups of case and control. The questionnaires, including the enabling, reinforcing, and predisposing factors, the Rosenberg self-esteem scale, and the GHQ-28 were used for data collection. Then, an intervention plan, including focus group discussions and training of selected life skills, based on the PRECEDE model, was conducted for the case group. RESULTS: The predisposing, reinforcing, and enabling factors, and the self-esteem and mental health of the students showed a significant difference between the case and control groups. The Pearson correlation coefficient showed that there was a correlation between mental health and knowledge (P =0.008), between self-esteem and knowledge (P =0.02), self-esteem and attitude (P =0.01), and mental health and attitude (P = 0.03). CONCLUSION: Health promotion planning by using life skills training based on the PRECEDE model can result in participation and empowerment, in order to promote the self-esteem and mental health of the students.